Teacher training model with innovative pedagogy for the promotion of health and social well-being in the Ecuadorian educational context
DOI:
https://doi.org/10.47197/retos.v73.117896Keywords:
Education , health, pedagogical innovation, social well-being, teacher trainingAbstract
Introduction: Teacher training and professional development represent a fundamental element for strengthening educational systems, particularly in contexts that require creative solutions to social, health, and pedagogical challenges.
Objective: To design a teacher training model based on pedagogical innovation for the promotion of health and social well-being in the Ecuadorian educational context.
Methodology: A quantitative approach was applied, using a non-experimental and cross-sectional design with a descriptive-correlational scope.
Results: The findings validated the feasibility and relevance of the model in real contexts, confirming that the combination of comprehensive training, pedagogical innovation, and contextual adaptation has a positive impact on both teaching practices and the promotion of student health and well-being.
Discussion: The initial application of the teacher training model based on pedagogical innovation in the Ecuadorian educational context shows that the obtained results align significantly with recent studies on education, health, and social well-being.
Conclusions: It was concluded that, although teacher training in Ecuador promotes health and social well-being, it shows limitations in innovative pedagogical practices; the pilot implementation of the model demonstrated that workshops, applied teaching units, and follow-up activities strengthen these competencies and foster active strategies in the classroom.
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